THE NEW NORMAL: PHENOMENOLOGICAL STUDY ON THECHALLENGES

FACED BY ARRIESGADO COLLEGE FOUNDATION INC.LEARNERSIN THE

CONDUCT OF ONLINE EDUCATION

A Thesis Presented to the Panel of Examiners

Arriesgado College Foundation, Inc.
Bonifacio St., Tagum City

_______________________________________

In Partial Fulfillment of the Requirement for the

Degree Bachelor of Technology and
Livelihood Education

__________________________

Flores, Jade Nhel F.

Sionillo, Majelle V.
Mehoy, Nherhe P.
Planos, Ryan M.
Diba Daud B.

May 2022
CHAPTER 1
INTRODUCTION
 1

It has been a year since the still ongoing COVID-19 pandemic

disrupted normal life. Online learning is often stigmatized as a weaker option

that provides a lower quality education than in-person face-to-face learning;

According to Audrey Hepburn (2016), to keep us on the right truck we should

“Always walk through life as if you have something new to learn and you will.

To curb the COVID-19 outbreak Malaysian Government enforced

movement control. As a result, many private schools with an ongoing term

shifted to remote teaching. This phenomenological case study explored some

issues which were faced by parents and learners of college level students

during synchronous teaching. Observation was carried out for a period of 13

days on 2 primary school students of a private international school of

Malaysia. Observation was followed by interviews with the same participants,

where their views and reflections regarding synchronous teaching were

recorded.

This data was further supplemented with brief interviews with parents,

which results showed that parents’ continuous supervision and guidance was

needed in addition to the teacher’s mentoring and direction when teaching

online.

Furthermore, data showed that one of the problems in remote

teaching is lack of developing social skills of the learners as they cannot

interact with their classmates in ‘real-time’. Synchronous teaching increases

learners’
 2

screen time which was not liked by parents. Interviews revealed that students

also preferred in-class, face-to-face learning over synchronous learning.

Though importance of remote teaching in this hour of crisis cannot be denied,

this study concludes that implementing 100% online teaching for primary

students is still at its rudimentary phase of effectiveness. This research

holds high significance in opening up new perspective for educators and

policy makers on how to effectively plan for online teaching in future.

In the Philippine scenario cited by Faingold, 2020, this pandemic

aggravated the education crisis. In University of the Philippines-Diliman

(UPD) cited by Nemenzo,2020. First, there was the issue of social integration

and peer culture, and the possibility of transmission of values in a “virtual”

classroom. Since there was a lack of human interaction in the learning

process, students may learn less in such a set-up as opposed to those in the

traditional classroom (Edge and Loegering, 2000; Gamage, et.al., 2020).

Second, there was also an issue on the unnaturalness and the results

of online learning, since it goes against how natural teaching and learning

supposedly take place (Larreamendy-Joems and Leinhardt, 2006; Adnan and

Anwar, 2020). The lack of face-to-face human interaction in the online

learning space and process appears disconcerting to both educators and

learners alike.

In Davao del Norte scenario, specifically in Arriesgado College

Foundation, Inc. it was stated by one of the teachers in the school that “the

main problem in adapting online learning was the poor internet connection
 3

that may lead to poor communication of the teacher and student, and also it

can lead to cheating because you cannot see what the students were doing

while taking exams or having a quiz.” We were not yet ready for this distance

learning especially living in an area’s with limited internet connectivity.”

One of the students living in an area stated that “adapting online

learning with poor internet connection can lead to falling behind academically,

distance learning was not about learning anymore, and it was more about

passing

This paper, phenomenological Study on the Challenges Faced by

Arriesgado College Foundation Inc. Learners in the Conduct of Online

Education. Moreover, an online in-depth interview and focus group discussion

was conducted to the fifteen (15) Arriesgado College Foundation Inc.

students who were facing the thematic online education in Arriesgado College

Foundation, Inc., it started on August, 2021. This study gave a point of view of

the experiences of the Arriesgado College Foundation Inc. students in the

conduct of online education.

This Phenomenological Study on the Challenges Faced by Arriesgado

College Foundation Inc. Learners in the Conduct of Online Education. To

know the experiences and challenges encountered by the students at

Arriesgado College Foundation Inc. in time of pandemic. This COVID-19 is a

very destructive to the education of all learners nowadays, it is also a heart

breaker crisis for those graduating students. Online classes are a bit different

from traditional face-to-face classes. You'll likely learn the same content
 4

material, but you will likely do most of the work on your own, which means

you need to be self-motivated and prepared to complete work on your own

time.

Purpose of the study

The purpose of this phenomenological study was to explore and

assess the lived experiences of Arriesgado College Foundation Inc. students

in the conduct of online learning education.

Current issue regarding the topic of study

It has been observed that the coronavirus epidemic that has led to so many

institutions adopting online distance learning will serve as a reason for

schools to realize the importance of online learning, prompt school

administrators to “recognize the costliness of requiring students to leave their

homes and physically cohabit with one another for four years” (Anum, et al,

2020). They emphasize the need for online courses for a certain period; they

note that the positive outcome of this situation should prompt academic elites

to consider online learning as a form of instructional delivery instead of a

second or third substitute in teaching and learning. Further some schools

were caught off guard due to the recent developments while some were

better prepared and recognized the need for an alternative means of

providing instruction to learners (Nemenzo, 2020).

Utilization of the results of the study

This study was seen to be beneficial to the following:

 5

School Administrator as the ones facilitating the utilization of the

program. It would open avenues for better observational strategies and

suitable

feedback mechanism to improve the performance of the students during

online classes while living in far-flung areas with limited internet connectivity.

Further, this study was beneficial for CHED Officials to look into some

considerations when it comes to the use of internet connection as a tool for

learning. This may give them insights on the valuable experiences of our

faculty heads. Also, it may give them a scenario of how administrator

manages to overcome difficulties with their utilization of internet connection as

tools. Hence, it will create bigger opportunities for informed decisions in the

department.

Also, this study will be favorable to the teachers because they were

the ones being a facilitator during online classes. It would open avenues for

better teaching strategies and suitable learning materials to improve their

performance and to manage the possible challenges they experience during

the observation with the use of internet connection as tool.

This inquiry would also benefit the students, as they were at the

receiving end of the online teaching-learning process.

More so for future researchers in the sense that they may make this

study as an inspiration for them to conduct their own study related to this

inquiry.
 6

Literature review

In December 2019, an outbreak of a novel coronavirus, known as

COVID-19, occurred in China and has spread rapidly across the globe within

a few months. COVID-19 is an infectious disease caused by a new strain of

coronavirus that attacks the respiratory system (World Health Organization,

2020).

This pandemic has led to enormous disruptions in the education

system, affecting over 1.5 billion students. This forced the government to

cancel state exams and temporarily close schools, end full-time education

and strictly enforce physical distance. To address this issue, online training

seminars and peer support systems were launched. For students, dropout

rates have increased for economic, psychological, and academic reasons.

Academically, although it is virtually possible for students to learn

anything online, learning may perhaps be less than optimal, especially in

courses that require face-to-face contact and direct interactions (Franchi,

2020).

Review of Related Literature and Studies

Foreign studies

The advent of the Internet and its use for educational purposes is

considered as the third phase of distance learning history (Kaplan & Haenlein,

2016).
 7

E-learning and online learning, is a form of learning where the main

elements are the physical separation of teachers and students while learning

and the use of various technologies to facilitate student-teacher and student

communication (Simonson, 2020). Online learning is thought to have several

advantages over traditional face-to-face and blended education, including

flexibility and accessibility to study anywhere, at any time, without requiring

one’s physical presence at a campus location (Means, Toyama, Murphy,

Bakia, & Jones, 2009;

Van Doorn & Van Doorn, 2014). In addition, learning becomes more learner

centered since it promotes greater participation from them (Markova,et. al.,

2017).

Students then not only have the opportunity to network with people

from around the globe, but can also broaden their perspective and become

more culturally aware.

Businesses are looking for employees who can innovate, and

innovation often comes from outside your immediate world. If you’re

interested in entrepreneurship, for example, hearing how other countries

adopt certain technologies or approach specific industries can inspire new

ideas or improve an existing concept you’ve been developing. Being exposed

to new ideas from professionals in other countries may spark creativity of your

own creativity that can turn out to be valuable for your organization.

Wireless communication is another problem that the country has seen

on TV or read in the news about teachers and students climbing mountain

 8

slopes or hilltop to pick up wireless signals in order to use the Internet

(Averia, 2020). Also, (Adonis 2020) cited that teachers suspected that the

decrease in class size was related to poor internet connection as millions of

students and

parents struggled to familiarize themselves with the new learning platforms

prompted by the new coronavirus pandemic.

Local studies We are now all in our homes due to the pandemic, and the

government has implemented a policy of maximizing the use of health care

protocols. However, learning should not stop.

To meet the challenge of innovative service delivery mechanisms in

higher education, colleges and universities around the world have addressed

various approaches such as distance learning, online learning, distance

learning, blended learning and mobile learning. Collectively, these methods

can be called Emergency Distance Learning (ERE). This is a temporary

change in the transmission of instructions due to the sudden onset of a crisis.

ERE does not mean abandoning the traditional organization of the

educational process or creating an entirely new educational system. Provides

a temporary, real alternative for educational practitioners to follow instructions

and provide students with the learning support they need (Garcia et al.,

2020).

The Philippines' slow internet connection, posed a great challenge

among students, especially those who are from remote places. Throughout
 9

the literature, there is a consistent evidence that online distance learning

brought challenges to students. The challenges mentioned will be used as a

basis for the researchers in finding out the different challenges faced by

primary students of Arriesgado College Foundation Inc.

As stated in University of the Philippines Los Baños (UPLB) study

published on the Philippine Journal Science website in June this year. The

research revealed that in terms of the learner control dimension, students

found that repeating online instructional materials based on their need was

the easiest to agree with.

Meanwhile, not getting distracted by other online activities while

learning online was regarded as one of the challenges that they faced. “It is

important to emphasize that there are students with responsibility in their own

family. The focus of the research was

investigating the e-learning readiness of Filipino students in higher education

amid the pandemic using the five dimensions such as computer or internet

self-efficacy, self-directed learning, learner control, motivation for learning,

and online communication self-efficacy.

Meanwhile, after the “no vaccine, no face to face classes” declaration

by President Rodrigo Duterte in the Philippines, the Commission on Higher

Education (CHEd) issued directives to universities to start preparing for

distance learning. Thus, universities across the country are forced to close

indefinitely.
 10

However, they also reported technical (internet connectivity and poor

tool use), methodological (content delivery) and behavioral (individual

personality) problems. Their findings also highlighted the inability of the online

learning environment to meet the needs of hands-on courses, despite efforts

to implement virtual labs. In a parallel study, (A. Hepburn, 2021) analyzed

students' online learning experiences during a pandemic using a narrative

research approach.

Theoretical lens

Self-determination Online Theory proposed by Deci and Ryan (2017)

and this study is anchored on this theory as high attrition rates becomes a

pressing issue of online learning and a major concern of online educators, it is

important to investigate online learner motivation, including its antecedents

and outcomes. This Self-determination theory, proposed and tested a model

for online learner motivation in two online certificate programs. Results from

structural equation modeling provided evidence for the mediating effect of

need satisfaction between contextual support and motivation/self-

determination; however, motivation/self-determination failed to predict

learning outcomes.

Furthermore, this theory is relevant in our research study because the

learners has a determination to pursue studying even if we face this

pandemic and the new learning process and at the same time we need to be

prepared for the challenges and investigate the motivation of the online

learners in Arriesgado College Foundation Inc.

 11

Furthermore, this study was supported by Social Constructivism

Theory proposed by Vygotsky, Dewey, & Piaget (2005) since this theory

encourages students to collaboratively solve problems through discourse and

where the teacher plays the role of facilitator as well as learning community

member and contend that learning occurs through collaboration and

interaction amongst learners and their peers as well as their instructors.

Moreover, the theory Social Constructivism theory is related to our

study since just like using social media and online platforms in learning

teacher plays also the role of a facilitator. So, this is suited to our study since

we want to know what are the challenges in the collaboration and interaction

among learners and their peers as well as their instructors. However, it was

relevant in our research study because this theory was based on the

composition of a learners in ACFI about their own knowledge in studying and

challenges coping the classes while they are facing the new normal which is

the implementation of online class.

Lastly, learning online is different from learning in a face-to-face

setting, and as a student, it is important to think about your interests, needs

and goals before committing yourself to the virtual classroom experience.

Several factors come into play, such as the time you have at your disposal,

your comfort level with and access to technology, high-speed internet, the

platform being used by your institution etc. The pandemic has shown us that

online learning is going to be part of our reality, now it’s up to students to seek

out new opportunities through it.

 12

Definition of terms

For better understanding of the study, the following terms are defined

conceptually and operationally.

Asynchronous class- An asynchronous set up means students are

provided with content and tasks that they need to accomplish within a time

frame, using an online platform such as a learning management system

(LMS). Interaction between the teacher and students (and among students)

does not take place in real time.

New Normal–blended learning combines face-to-face teaching and

online instruction. It's supported by a technology framework that helps

teachers organize course content, communication and common workflows.

Online learning – According to Bates,2016 online learning is any form

of learning conducted partly or wholly over the internet. In our study online

learning is the knowledge or learning gained by the grade 10 students

through the use of social media and other online platforms.

Phenomenological Study - According to (William,2015) the

phenomenological approach in education includes educational experience,

processes, and means of learning and teaching. The curriculum is connected

to the teaching-learning process and experience within each situation by

methods that bring out students' perceptions and descriptions of their

experiences.
 13

Social Media – According to (Wigmore,2020) this is a collective term

for websites and application which focus in communication, community-based

input, interaction, content-sharing and collaboration. However, in our study

social media is an application such as Facebook, Messenger, and other

application used as a means for online learning.

Synchronous class- This is a type of remote learning wherein the

class is conducted in real time.

Scope and Delimitation

This research study was not being generalized thus, it only covered

15 participants and they were the students of Arriesgado College Foundation

Inc. These participants were believed to be our key informants of the study in

which their identity was not revealed.

In this research study, participants were called 1-15, although this

study was carefully made, but still, we the researchers were aware of the

student’s limitations and balancing of some words to speak and actions. At

first, conducting this research study was not easy to do and work on, because

we only have three (3) weeks and a half to complete this study. Three weeks

and a half were not really enough to fulfill and identify the learner’s

experiences on using social media platforms for us researchers.

Since some of the questions are prepared to assess and evaluate

learner’s experiences on using social media platforms.

Research Questions
 14

This qualitative study aims to identify challenges faced by Arriesgado

College Foundation Inc. Learners in the conduct of Online Education. This

sought to answer the following general questions;

1. What are the experiences of the learners of ACFI facing the new

normal which is the implementation of Online Education?

2. How do ACFI learners cope with the challenges facing the new normal

using social media and online learning?

3. What are the perceptions of ACFI learners about social media and

online learning?

Sub questions

For Question number 1

1.1. How would you describe your learning experiences of ACFI facing

the new normal?

1.2 How does ACFI facing the new normal affect your study habits as a

College student?

1.3 What are the difficulties you encountered in ACFI facing the new

normal?

For Question number 2

2.1 How do you handle the experiences of studying using online

learning in ACFI in facing the new normal in learning?

2.2 What help does your teacher give in coping with the difficulties you

encountered in ACFI facing new normal in learning?

 15

2.3 How does the school help you cope with the difficulties you

encountered in ACFI facing new normal in learning?

For Question number 3

3.1 What are your realizations regarding the use of ACFI facing new

normal?

3.2 What are your feelings towards in ACFI facing new normal in

learning?

3.3 How does ACFI facing new normal help you in your studies?
 16

CHAPTER 2

Methodology

This chapter includes the research design, role of the researcher,

research participants, data collection, analysis, data sources, trustworthiness

and credibility and ethical consideration.

Research design

This research employed qualitative phenomenological design. This

design was deemed appropriate for this study since it sought to find out the

online learning experiences of ACFI students who are facing the challenges in

the conduct of online learning education. The qualitative phenomenological

was appropriate since it contributes to deeper understanding the online

learning education (Maxwell, 2013).

An online in-depth interview and focus group discussion were

conducted with the participants. As a result, a qualitative phenomenological

technique was utilized to conduct the research in the hopes of assisting

academics in exploring ideas and proving theories that had been theorized by

others. The participants were also given the chance to provide a detailed

description of their online learning experiences, including their beliefs,

 17

thoughts, feelings, ideas, and insights, as well as a description of the setting

in which the experience occurred (Creswell, 2013).

Since this study aimed to acquire the learners’ point of view with

regards to face the challenges in the conduct of online learning education,

qualitative

approach, particularly phenomenological study was apt to use since it

involved collecting and analyzing of data to understand how individuals has

the experiences under investigation (Maxwell, 2013).

Participants

Selecting the participants for this study required establishing criteria

for appropriate selection; hence, a criterion for the selection was made. The

participants for this study were students of Arriesgado College Foundation

Inc. All of these participants were currently enrolled at Arriesgado College

Foundation Inc.

We had nine (9) participants for online in-depth interview and six (6)

participants for focus group discussion, with a total of fifteen (15) participants.

In terms of selecting the participants for this study, criteria for suitable

selection had to be established; thus, a selection criterion was created.

Students from Arriesgado College Foundation Inc. took part in this study.

These students were all enrolled in Arriesgado College Foundation Inc. at the

time.
 18

We had a total of fifteen (15) participants for the online in-depth

interview we had nine (9) and six (6) individuals for the focus group

discussion.

The fifteen participants were deemed as the right participants for this

qualitative phenomenological study about Arriesgado College Foundation Inc.

students facing the challenges of the conduct of online learning education

based on (Creswell,2013) who implied collecting extensive details about a

few

sites or individuals and in qualitative research the studied group should

consist at three to fifteen members.

Furthermore, (Patton, 2017) cited that purposive sampling technique

was a non-random technique that would not need underlying theories or a set

number of participants. According to (Creswell, 2018) collecting extensive

details about a few sites or individuals and in qualitative research, the studied

group should consist of three to fifteen members, the fifteen participants were

deemed to be the right participants for this qualitative phenomenological

study about Arriesgado College Foundation Inc. students facing the

challenges of conducting online learning education. Purposive sampling,

according to (Patton, 2015) is a non-random technique that does not require

underlying theories or a specific number of participants.

Simply, it would help the researcher decide what the need to be known

was and would set out to find people who can and were willing to provide the
 19

information by virtue of knowledge or experience to address the purpose of

the research.

Data Sources

An online in-depth interview, focus group discussion the group created

and examined the proposal. In-depth interviews and focus groups were done

online with Arriesgado College Foundation Inc. students who used social

media and online learning on a daily basis throughout their online class time.

All interviews were recorded for accuracy's sake.

Data collection

Data were collected using the following methods: interview and

observation only. Multiple sources for data collection will allow the

researchers to use different data sources to validate and crosscheck findings

(Patton, 1990). Documents were collected and evaluated as additional

resources for the study. Each participant in this study engaged in one

interview only, either focus group discussion or in-depth interview. Qualitative

research consists of relationship building with the participants. We gathered

the data in a conversational manner in order to encourage participants to

respond openly and honestly.

At all times we protected the integrity of the research by following

professional ethics. During this study, we protected participants by obtaining

their informed consent and by including an explanation of the nature,

purpose, and implications of the study, as well as the confidentiality and

 20

security of the data. The collection process consisted of audio-recorded

interviews, written notes, the participants’ written responses to posed

questions, and informal e-mail.

Study utilized a researcher- made interview guide which the

participants answered verbally online. It focused on the challenges faced by

the ACFI learners in the Conduct of Online Education. The researchers also

ensured that permissions were sought from the School Director of Arriesgado

College Foundation Inc., to conduct the study in school, correspondingly, after

that, informed consent was distributed before the data collection from the

participants. Then, date and time of the availability of the informants was also

set so that the data collection process would not disrupt their classes as well

as their other commitments on the agreed date, a short orientation about the

study was done.

The researchers explained that the interview or the focus group

discussion was audio- recorded and transcribed. Moreover, they were made

to understand that their participations in the study is voluntary and if they do

not feel like participating, they are free to decline.

They were not obliged to answer all the questions in the researchers’

interview guide. The participants were also ensured of their confidentiality.

After the data was collected through online in-depth interview and focus-

group discussion we made sure that the participants were given opportunity

to verify their information and thereby, legitimately judge the credibility of the

results by doing a member checking. Addition, (Birt et al.,2016) stated that

 21

checking also known as participant or respondent validation, is a technique

for exploring the credibility of results. Data or results were returned to

participants to check for accuracy and resonance with their experiences.

Moreover, (Creswell,2015), stated that data and materials use in the study

should be store. The approach to storage will reflect the type of information

collected, he also suggests to always develop backup copies.

Data Analysis

As Williamson (2018), stated analysis of collected data is a process

that focuses on three factors; order, structure, and meaning. In qualitative

analysis the goal is to create a theory. Despite numeric and quantitative

research, in qualitative analysis there is no strict rules, instead there are some

techniques to guide the study to ‘make sense of the data. The key method

used in this thesis was to create ‘summaries’, as a helpful method to get the

result from the interview transcripts. According to Saunders, et al., (2015),

‘summaries’ primarily focus on the key points and principal theme that

emerge from the interviews. The collected primary data is making us able to

explore and analyze the data systematically and thoroughly. The analysis

procedure, involves four main vital activities. These activities are

categorization of data, utilizing data, relationships recognition besides

categories development, and finally testing the theories and drawing the

conclusion were meaningful and connected with each other. By comparing

categories, the data were connected and integrated. Afterwards, by testing

 22

the patterns and relations, the conclusion regarding the actual relationships or

connections is drawn.

Trustworthiness of Results

Validity and reliability are two concerns that must be addressed

beyond identifying the methodology of data collection. The purpose of

establishing reliability and validity in research is essentially to ensure that

date is sound and replicable, and the results are accurate. The evidence of

validity and reliability are prerequisites to assure the integrity and quality of a

measurement instrument (Kimberlin & Winterstein, 2015).

What is the importance of validity and reliability?

Validity- will tell you how good a test is for a particular situation; reliability will

tell you how trustworthy a score on that test will be. You cannot draw valid

conclusions from a test score unless you are sure that the test is reliable.

Validity is the quality of being correct or true. When a statement is true and

has a lot of evidence backing it up, this is an example of a situation where the

evidence supports the validity of the statement (Coupertein, 2019).

Reliability- refers to the degree to which scores from a particular test are

consistent from one use of the test to the next. Ultimately then, validity is of

paramount importance because it refers to the degree to which a resulting

score can be used to make meaningful and useful inferences about the test

taker. On the other hand, (Patton,2017) states that validity and reliability are

two factors which any qualitative researcher should be concerned about while

designing a study, analyzing results and judging the quality of the study. This
 23

corresponds to the question that “How can an inquirer persuade his or her

audiences that the research findings of an inquiry are worth paying attention

to?” (Lincoln & Guba, 2016, p. 290). To answer to the question (Healy and

Perry,2018) assert that the quality of a study in each paradigm should be

judged by its own paradigm’s terms.

Credibility-refers to the extent to which a research account is believable and

appropriate, with particular reference to the level of agreement between

participants and the researcher. The notion of credibility is most often

associated with the framework presented by (Yvonna Lincoln and Egon

Guba,2016). Credibility in qualitative research means the confidence of the

data. Validity and reliability are justifiable in research despite the fact that

qualitative researchers make use of various procedures to establish validity

and reliability. Why is credibility important in research?

It is important to use credible sources in an academic research paper

because your audience will expect you to have backed up your assertions

with credible evidence. Using evidence that does not come from a credible

source of information will not convince your reader that your claim is plausible

or even correct (lucas & Abraham 2013).

What is transferability in research study?

Transferability- a research finding is the extent to which it can be applied in

other contexts and studies. Transferability refers to the degree to which the

results of qualitative research can be generalized or transferred to other

contexts or settings. From a qualitative perspective transferability is primarily

 24

the responsibility of the one doing the generalizing. It is thus equivalent to or a

replacement for the term generalizability and external validity (Meriam,2016).

This access to the inquiry’s “paper trail” gives other researchers the ability to

transfer the conclusions of this inquiry to other cases, or to repeat, as closely

as possible the procedure of this project (Fenton & Mazulewics, 2018).

Dependability- in qualitative research as the stability of data over time and

over conditions. In other words, dependability is an evaluation of the quality of

the integrated processes of data collection, data analysis, and theory

generation. Dependability involves participants evaluation of the findings,

interpretation and recommendations of the study such that all are supported

by the data as received from participants of the study.

Confirmability- the degree to which the findings of the research study could

be confirmed by other researchers (Meriam,2018). Confirmability is the last

criterion of Trustworthiness that a qualitative researcher must establish. This

criterion has to do with the level of confidence that the research study’s

findings are based on the participants’ narratives and words rather than

potential researcher biases. To address the issues of dependability and

confirmability, we documented the procedures for checking and rechecking

the data throughout the entire research (Tenhet,2017).

Role of researcher

The researchers’ role in qualitative research is critical, as he or she

collects data and implements analysis (Creswell, 2017); therefore, our role in

this study was that of an observer-as-participant, as we were the primary

 25

instrument of data collection and analysis that collected, coded, and analyzed

the data from interviews, participant journals, and questionnaire to uncover

the emerging concepts and patterns. We made the first contact with

participants by sending an email introducing ourselves and the purpose of the

research.

Subsequently, informed consent forms were electronically mailed to

participants identified for this study. We received responses from all

prospective participants, and the study was conducted successfully. During

the main study, consent to participate was sent to participants and to their

parents. Our relationship with participants was respectful, cordial, honest, and

impersonal.

This relationship evolved over time, and participants understood that

we were gathering data to fullfil this study in knowing the dilemma of current

situation of every student who are coping with new normal education.

Participants became progressively more open and honest in discussing their

experiences and perceptions of the new normal education.Throughout the

interview process, we respected participants’ dignity and privacy, and we

sought to protect them from harm.

Ethical consideration

Throughout the conduct of the researcher’s study, there will be ethical

issues and concerns that may arise. It was determined that ethical standard

would be strictly followed in respect to protocol assessments and

standardized criteria, such as the following:

 26

Voluntary Participation and Consent. An individual, the Arriesgado College

Foundation Inc, was given the free-will to participate. Their rights and

willingness were thoroughly considered and valued. Hence, individual must

give their explicit consent to participate in the study.

Privacy and Confidentiality. The information or data supplied by the

participants as the research subject must be respected.

Falsification. The study has no evidence of purposefully misinterpreting

works and deliberately changing data to meet personal expectations and

biases.

Conflict of Interest. Researcher will disclose and justify real or potential

conflicts of interest.

Deceit. The study has also no indication of misinforming and taking

advantage of respondents.

Validity. The research design must discourse specific and attainable

research questions. The participants were informed of the purpose of the

study. Anent, conclusions of the study must correlate to the questions stance

and the output of conducting In-depth-Interview and Focus Group Discussion.

Risks. Focus on risk to benefit ratio and do everything in power to protect

study participants. This will help the respondents to experience being

comfortable and motivated.

Benefits. The result of the study benefits the institution and administrator to

facilitate the utilization of program in providing quality that could address

students’ problem during the conduct of online teaching.

 27

Plagiarism. No evidence was presented to nullify the authenticity and

originality of this body of work or was there any traces that the researcher

copied someone else’s work as ownership of the researcher.

Fabrication. The study holds that the data presented in this study and the

result thereof were not tampered upon the intentional misinterpretation or

purposeful inclusion of nonexistent conclusions and inaccurate statistics.

Chapter 3

RESULT

This chapter includes the participant’s responses to online in- depth

interview and focus group discussion, textual discussion, and core ideas or

thematic statements.

The Gathered Narratives

Table 1

The experiences of the learners of ACFI facing the new normal which is
the implementation of Online Education

1.1How would you describe your learning experiences of ACFI

facing the new normal?
PARTICIPANT ITEM
For me, my learning experiences with this new normal
FGD 1 are quite good since I’ve learned well to the discussion of
my classmates together with the support of our
 28

instructors and I actively participated and as well as my

grades are good.

FGD 2 Hard and challenging

I would it’s a bit of excitement and challenging

FGD 3

In terms of learning, it has positive and negative effect.

FGD 4 Because when you have concerns, when you go online
class you can’t express all your thoughts, not like when
you approach personally. His only advantage is if you
don’t understand much in the lesson, you can search
through google or YouTube in just tap all the information
you need because you already have it.
Sometimes it hard, because learning experiences of
FGD 5 ACFI school when facing the new normal is hard,
because of the unstable access not all of us can actively
participated because of the connection that we may
experience.
FGD 6 It is struggling and challenging

IDI 1 It has very big different from face-to-face

IDI 2 Overall, the new normal is good in terms of face-to-face

class because sometimes in online it so hard to cope up
due to internet connection problem.
IDI 3 Some of us as a student is just relying on the website to
search information about the lesson’s we tackle every
meeting.
IDI 4 For me, it’s useless because I wasn’t applied the
learnings I got since I was given a lot of time to search
on.
IDI 5 It is very challengeable to take advantage when it
comes to online classes.
IDI 6 It is difficult for me to use some of the learning apps.

IDI 7 It is difficult for me to understand the lesson since online

classes start’s I didn’t put anything in my mind.
IDI 8 Having an online class with difficult internet connection
is very hard.
IDI 9 I don’t have enough place to study alone.
 29

1.2 How does ACFI facing the new normal affect your study habits as
a College student’s?

Well, as a college student’s it affects my study habit to

FGD 1 manage my time well, especially when I didn’t work my
assignments, projects, and etc. that give s me a time to
do.

FGD2 It’s affect’s in way of making it more.

FGD3 It can affect my study habits like to searching in

particular word that I do not know because of this limited
internet connection.
It affects my learning especially when my teacher
FGD4 discusses and the internet is not good it’s very difficult.

FGD5
Lately, it can affect my study habit because in me in my
situation when the teacher discus the topic I am going to
take note the important note that the teacher discusses
but in my case right now when I have poor connection I
really miss those important information so the thing,
yesterday the time comes that we have a quiz I can’t
answer correctly the answer or the question because
miss those important topic that my teacher discusses
because we have those sudden internet connection or
poor connection and also the sudden power
interruption.

FGD6 As a student of ACFI my study habit’s is affected

especially in this time of pandemic. Facing new normal in
learnings I can say that there is a big difference from
face-to-face my teachers can demonstrate the lesson
actually but now I can’t totally understand and also
because of this unstable connection.

IDI 1 It really affects my study habits, because when I used to

have spare time, I would use it for study. Unlike, the
online class you don’t focus much on studying aside
from homework, there are a lot of distractions like very
noisy surroundings and commands etc.
 30

IDI 2 It was not easy because sometimes during the

discussion the audio stops or getting disconnected from
the virtual class.

IDI 3 My study habits are the same to the face-to-face class I

think the only difference is I am using mobile phone to
read the topics instead off books or photocopies, but
over-all my study habits are fine in the new normal
education.
It can affect my study habits like when I want to search
IDI 4 for the meaning of particular words that I don't know I
can't find because of this limited internet connection and
it may lead to my stressful life like I'm tired of being a
student.

In experiencing a limited internet connectivity is so

IDI 5 tough for me, because I can’t hear clearly the
discussion due to the connection and I can’t cope up
easily to the topic we tackle.

IDI 6 I cannot access in the internet connection easily because

sometimes the internet connection here is cannot
access.

IDI 7 It really affects my studies, like the teachers want all

students to participate but my connection will not stable,
it loses my hopes to continue, but despite of all the
negativity brings, I choose to pursue my online learning
studies.

Way back in face-to-face classes I was having time to

IDI 8 study the lesson in class and now that have pandemic it
affects my study habit as a college student to get lazy
and dependent on google.

IDI 9 The limited internet connectivity does not affect my

study habits, since I’m not fully relying on the internet
when I review my notes.
 31

1.3 What are the difficulties you encountered in ACFI facing the new
normal?
The difficulties I’ve encountered with these new normal
FGD 1 or online education are sometimes struggle since I don’t
have wifi internet connection and I only use a data load
so for me, it makes me feel expensive every week to
buy a load and also when the internet connection is
poor, it makes me feel worried.
FGD 2 Lock of gadgets and poor signal.

FGD3 One of my difficulties is that the net is slow, because

you don’t understand what is being discussed. I also
experienced that I reached the time limit given that I
didn’t finish and answer the quiz because the net was
very slow.
FGD4 The adjustment of time schedule

FGD5 The difficulties I have encountered in ACFI during

pandemic is the way of communicating to my teachers
and talking them personally regarding to our concerns.
We can’t talk to them when we wanted to.

FGD6 The loss of internet connection is a real deal problem

because it will bring my grades down because of the loss
of presence in discussion especially in quizzes, exams or
oral recitation.
When the time of reporting and I was one of the
IDI 1 reporter’s and suddenly no one is listening because of
my internet connection is getting choppy that time.

IDI 2 The difficulties that I have encountered during this

pandemic is you are going to participate and your
internet connection was unstable or maybe sometimes
you lost in the session you never wanted.

IDI 3 It is very difficult for me when it comes to the weather

condition it interrupts my internet connection.
It is difficult for me to go to the vendo-wifi because we
IDI 4 cannot able to warn some people surrounds to keep
quite because I was at my class hour.
 32

I was not able to concentrate my online class because

of someone calling me to interrupt me while I’m having
IDI 5 online class to command something and that is one of
my difficulties

The difficulties I have encountered when having online

IDI 6 class is my noisy neighbor they do not consider if others
are having online or what but they are continue to
become more noisy the most difficult part hat time I was
having an exam and they are singing with karaoke which
I hate them most and I adjust to go to other place to take
my exam.

The most difficulty I have ever encountered is when my

teacher called me for oral recitation and counting 5
IDI 7

seconds to answer and I was not able to answer

because of internet connection is very poor.
The difficult things when having online class that I was
encountered is when you received a message from your
IDI 8 network using that your load balance is just until this
time. So, my head is start to over think where those I
get another load again especially when you don’t have
work.

IDI 9 The difficulties that I have encountered from the start

until now is my very log phone this is the most problem I
have during this online class.
Table 2
BTLED students cope with the challenges facing the new normal using
social media and online learning
2.1 How do you handle the experiences of studying using online
learning in ACFI in facing the new normal in learning?

PARTICIPANT ITEM

The learners of ACFI deals the challenges of this new

FGD1 normal using social media and online learning through
striving hard, understand everything and put it first the
goal to pass every subject.
 33

For me, since I already have online material’s I can

access the files easily and in terms of the discussion of
FGD2 our classmates and instructors, I also ask them or we
have an interactive discussion for us to able to
understand well. So, I handled it quite good.

FGD3 We cope it in way of enduring new challenge.

FGD 4 Time management.

By fulfilling it. All you have to do is do it, so that when

FGD5 you don’t cram’s or feel pressure.

At first it was very difficult for me, but I got used to it for
FGD6 a long time. He just depends on how you handle the
situation. For online classes there are so many
activities, assignments. And so on, as a learner you are
obligate to do all the task assigned to you. What I do is,
I set a schedule for the time I have to do.
Through time management and balance your work as a
IDI 1 student.
Doing the task on time
IDI 2

We were handling our experiences of studying using

IDI 3 online class by searching more information in online
platforms it helps us to discover more ideas and it also
give us an extra knowledge.
We are determined to go finish line until the end, no
IDI 4 matter what circumstances we are facing especially in
the new normal teaching now.
It was good experiences in my study with the new
normal learning though it was a different experience
IDI 5 than the face -to-face class but I like it how it goes
because all I wanted to know to learn is in my phone
already not to mention that I can also manage my time
to my studies and other responsibilities. So over all I
can handle it well.
As a student of ACFI, learners cope with the challenges
IDI 6 facing the new normal by effectively setting our goals as
 34

a student.
Making a timeline or schedule to ease those challenge.
IDI 7

IDI 8 Using the online flatforms, it helps us to get more

information by searching through the internet so we can
handle the challenges we are facing.
IDI 9 To handle this situation, I use to have a personal
material for online for me to avoid stress and some
other responsibilities.
2.2 what help does your teacher give in coping with the difficulties
you encountered in ACFI facing new normal in learning?
I guess, through giving through giving as advices, and
FGD 1 encouragement, and also through giving as deep
explanation for us to be able to cope up and they also
gave us chances to participate.
FGD2 By motivating us to keep on fighting.

FGD 3 Just a simple motivation and advice, that we should

adopt the new normal because that’s what it seems like.
Then justify a school for the future teacher you should
be ready no matter what.
FGD 4 To focus our studies and looking forward for the better
future that is waiting for us.

FGD 5
Deep talk and guidance from my experiences and
struggles.
FGD 6 By keeping us motivated and organized.
Always encouraging us to concentrate what we need to
IDI 1 do to hit goal.
Our teacher understands the time when we are out in
IDI 2 the class due to connection problem.

IDI 3 They are giving us another chance to take our activities

as long as it is necessary.
IDI 4 School teacher and personnel are critical in supporting
children’s transition back to in-person classroom
learning, particularly after extended periods of school
closure.
IDI 5 The help I received from my teacher is the
consideration, considering that online learning it affects
our mental health.
 35

IDI 6 Our teacher understands our situation in terms of internet

connection problem and they always ask if we had a
stable connection or not and give us chance to find some
good location for it.
Our teacher helps me to remind me if I have done my
IDI 7 works or if I take my activities so, I will never forget that.

They help me to look forward my studies whatever it

IDI 8 takes in terms of online classes.

They teach us to become a good role model even we

IDI 9 are a product of online but still here we are encouraging
once self to become more motivated this time of
pandemic.
2.3 how does the school help you to cope with the difficulties you
encountered in ACFI facing new normal in learning?
I think, through giving us opportunity to avail the
FGD 1 Vicente-Maria scholarship Program that would help us
to lessen pour miscellaneous Fee.
FGD2 Giving us a chance to stay at home and let us do our
class online

FGD3 The school helps us by staying connected especially to

our concerns.
FGD4 They provide free wifi to make the students stay
connected even if they are in the school for some
reasons.

FGD5 The school gives us a chance to become one of their

scholar’s especially for Education students.

The school gives as a chance to pay at least half of our

GFD 6 tuition and let us to take the exam with a promissory
note.

IDI 1 The school gave us a chance learn even if we are in our

homes.
The school really help me in coping this kind of
difficulties because when we have exam, we the student
that has difficulties in accessing internet or accessing
IDI 2 virtual LMS we are going to school in order to attend the
class because the school sometimes has a good internet
connection so we go to school only to attends or to
answer the exam.
 36

IDI 3 The school helps me to cope with the difficulties that

I’ve encountered through using my stock knowledge
and doing the best that I can.

The only help of the school to cope with these

IDI 4 difficulties is that they are giving a chance to those
students like who’s lacking connections to give a
command to the teachers to have modular activities.

Dealing with this pandemic is hard and even harder as a

student. Lucky enough, the school I am into provides
IDI 5 different activities and implements another set of
standards that focuses on students’ sake and aims to
still have learning even if in the situation of having a
poor internet connection.

IDI 6 I’m happy that I belong to this school because, this

school helps our learning.

IDI 7 In order to cope up this crisis, the school and teachers

make so much way to help every student having limited
internet connections by giving an option whether we pass
our assignments/Activities through email or through hard
copy of our outputs.

For instance, I go to school so that I’m fully informed

IDI 8 about the lessons that I missed during our class when
the internet connection lost.
IDI 9 The school can foster students’ development in identity,
emotional skills and over-all well-being.

Table 3
Perceptions of BTLED learners about social media and online learning
3.1What are your realizations regarding in the use of online
learning?
FGD 1 For me, since we don’t have a choice and this is the
best way to choose and reach the learning of the
students, so for me we have to deal with it and
importance.

FGD 2 Facing new normal is challenging and not easy.

 37

It is really helpful for us as a student, will learn even just

FGD 3 at home and it is effective way of learning.
I have realized that when we don’t manage our time and
FGD 4 ourselves, we can’t conclude into the new education
learning.

Our realization regarding to this is that, it is challenge’s

FGD 5 me as a student especially in accessing the network,
struggling to engage in online learning, those with no
stable internet access and resources risk being left
behind like us.

Over all the new normal is good but not as good in

FGD 6 terms of face-to-face class it was hard to cope up due to
internet connection problem.

I have realized that this would be a lesson and good

IDI 1 based to achieve our goals in life as a student.
This time of pandemic is a big opportunity for us as a
IDI 2 student to study hard and get to know more about the
responsibility we had facing.
The realization here in this crisis is a very good bases of
IDI 3 learners to motivate themselves to manage their time to
focus.

I have realized that it will be another way the path I am

IDI 4 passing by to look forward for my future.
It so hard to focus on this type of situation unlike having
IDI 5 a face-to-face that is my realization.
IDI 6 My realization during this online education especially us
BTLED students we need to learn or having hands on
activities when it comes to demonstration.

We need to be prepared even if we are in our homes to

IDI 7 face every situation’s we need to pass everyday like
what we did when having face-to-face.
My realization during this online learning is we’re
IDI 8 students learn or they will become more determined to
pursue their dream goal in life.

As a student we are learning on the process we take, it

IDI 9 is good to try having this online learning to enhance also
the skills in using devices.
 38

3.2 What are your feelings towards in ACFI facing new normal in
learning?
I am bit feeling good and at the same time feeling afraid
FGD1 or worried cause what if for the next school year, the
instructors will give more on performance task and
there’s a lot of students can’t endure.
For me it is difficult.
FGD2
I am thankful to the school that they provided this kind
FGD3 of learning despite the variability of classroom system
but, still able to learn.

It felts like I am in between from earth and heaven.

FGD4

My feelings towards in ACFI facing new normal in

FGD5 learning is less excitement but making myself positive
always.

I am feeling fine because our teachers understand us in

FGD6 terms of difficulties and consider our reasons why
sometimes we can’t submit our activities in due date.

Over-all the new normal is good in terms of face-to-face

IDI 1 class because sometimes in online class it was hard to
cope up due to internet connection problem.
It feels good and pressure. Its good because you will
IDI 2 not spend your money to go to school and it is also
pressure because sometimes in using online learning
the connection is not always stable you will have to
struggle on it.

IDI 3 This might be the reason of other student to stop and

work instead pursuing their education but, for me, this is
the reason to continue my future is waiting.

IDI 4 First, I felt discourage because I don’t know how to use

online learning apps but then when its already start, I
slowly learn the app and I am very thankful because
some of my classmates help me what to do step by
 39

step.

As a student I do not have enough access to reliable

IDI 5 internet and I am not able to perform well academically.
Sometimes stressed because of having a lot of
IDI 6 performance task to do and activities.

I am feeling empty sometimes because I really need a

IDI 7 good source for online learning. In having an online
class, you should have a learning material for you to
access online learning education, and it is one of my
needs right now.
I am so blessed to be part of this online class it is a big
IDI 8 opportunity for ne to support my studies as a working
student.
Having online is a big responsibility for me because this
IDI 9 was the first’s we’re I have to encounter this type
education and I challenge myself to survive for this new
stepping stone.

3.3How does ACFI facing new normal help you in your studies?
For me, this new normal helps me to be able to do the
task alone thou we have a grouping’s but each of us
FGD1 takes an action and also it gives me a time to be able to
work while having listening to the discussions. So, it
means it gives me a wise time management as well.

FGD2 Making as a student’s to be more patient.

Even in difficult times but still I am able to learn because
FGD3 of this new normal provided by our school. They make
impossible things to possible, thank you ACFI for
providing us this kind of learning for us to have a
wonderful life in future.

They help me through encouragement and motivations.

FGD4

FGD5 They help being motivated and become an independent

person, effective and appropriate communication skills
 40

and also persistence.

Even though it is not an actual learning but, ACFI

FGD6 provide quality education in the new normal, over-all it
was great school.

IDI 1 The school helps us to cope up these challenges.

IDI 2 ACFI is the school we’re it produces God fearing

graduates.

School provides an environment where we can learn a

IDI 3 lot of basic skills.

IDI 4 In ACFI, not only will you learn subjects but you will also
learn new skills, including socials.

ACFI helps students in this new normal by having the

IDI 5 implementations or conducting an online learning class
and in this way, ACFI assist the students to have a
continuation in our learning process and trying their best
to provide us with quality education.

As a student of ACFI they help me to continue my

IDI 6 studies despite of our situation they make a way that all
must continue their studies even though that we are
facing crisis but the school do their best to help the
learners to adapt the new normal education.
It helps me by updating us about our schedules and
IDI 7 latest announcements in ACFI.

Being a learner of ACFI they help me to do our best as

IDI 8 a student by facing this crisis and lack of internet
connection.
 41

IDI 9 It helps us as a student to have a good performance

despite all this time.

Textual Discussion

Before conducting the interview, we messaged the students privately

via messenger asking if they were willing to be our participants in the study.

Afterwards, we organized and conducted a virtual orientation to the

participants regarding our study, its purpose and procedures. We explained to

them that the in-depth interview and focus group discussion will be audio

recorded and their identity will not be disclosed because we coded them as

IDI

1 to IDI 9 for the participants of in-depth interview and FGD 1 to FGD 6 for

focus group discussion. We also asked their vacant time for the in-depth

interview and focus group discussion to take place.

We had done interview for three (3) days, on the first day we have

focus group discussion (FGD) participants and finished it in one (1) day

interview. On that day of our interview we had six (6) participants for the focus

group discussion and they are FGD 1, FGD 2, FGD 3, FGD 4, FGD 5 and

FGD 6. We did this interview with the six (6) participants at the same time

because they have the same spare time which we were just only relying on

the availability of the participants since it was done through Virtual Interview.

The first thing we did was greeting them and asked them if their connection

was stable so that we can have a good interview. We based our questions on
 42

the three main Research Questions and each of these research questions

had three (3) sub-questions. By asking them the said question we let them

answered individually followed by the second question and so on.

So, we relayed the 1st question, “How would you describe your learning

experiences of ACFI facing the new normal?” and come-up with these

answers;

FGD 1 answered;

“For me, my learning experiences with this new normal are quite
good since I’ve learned well to the discussion of my classmates together with
the support of our instructors and I actively participated and as well as my
grades are good.”

FGD 2 answered;

“Hard and challenging”

FGD 3 answered;

“I would it’s a bit of excitement and challenging”

FGD 4 answered;

“In terms of learning, it has positive and negative effect.

Because when you have concerns, when you go online class you can’t
express all your thoughts, not like when you approach personally. His only
advantage is if you don’t understand much in the lesson, you can search
through google or YouTube in just tap all the information you need because
you already have it.”

FGD 5 answered;
 43

“Sometimes it hard, because learning experiences of ACFI

school when facing the new normal is hard, because of the unstable access
not all of us can actively participated because of the connection that we may
experience.”

FGD 6 answered;

“As a student of ACFI my study habit’s is affected especially in

this time of pandemic. Facing new normal in learnings I can say that there is
a big difference from face-to-face my teachers can demonstrate the lesson
actually but now I can’t totally understand and also because of this unstable
connection.”

Next is we relayed the 1.2 question, “How does ACFI facing the new
normal affect your study habits as a College student’s?” their answers are the
following;

FGD 1 answered;

“Well, as a college student’s it affects my study habit to manage my

time well, especially when I didn’t work my assignments, projects, and etc.
that give s me a time to do.”

FGD 2 answered;

It’s affect’s in way of making it more.”

FGD 3 answered;

“It can affect my study habits like to searching in particular word that I
do not know because of this limited internet connection.”

FGD 4 answered;
 44

“It affects my learning especially when my teacher discusses and the

internet is not good it’s very difficult.”

FGD 5 answered;

“Lately, it can affect my study habit because in me in my situation

when the teacher discus the topic I am going to take note the important note
that the teacher discusses but in my case right now when I have poor
connection I really miss those important information so the thing, yesterday
the time comes that we have a quiz I can’t answer correctly the answer or
the question because miss those important topic that my teacher discusses
because we have those sudden internet connection or poor connection and
also the sudden power interruption.”

FGD 6 answered;

“As a student of ACFI my study habit’s is affected especially in this

time of pandemic. Facing new normal in learnings I can say that there is a
big difference from face-to-face my teachers can demonstrate the lesson
actually but now I can’t totally understand and also because of this unstable
connection.”

Then for the last question of the grand tour question 1 is the 1.3
question, “1.3 What are the difficulties you encountered in ACFI facing the
new normal?” and we gathered the following answers;

FGD 1 answered;

“The difficulties I’ve encountered with these new normal or online

education are sometimes struggle since I don’t have wifi internet connection
and I only use a data load so for me, it makes me feel expensive every
week to buy a load and also when the internet connection is poor, it makes
me feel worried.”
FGD 2 answered;

“Lock of gadgets and poor signal.”

FGD 3 answered;
 45

“One of my difficulties is that the net is slow, because you don’t

understand what is being discussed. I also experienced that I reached the
time limit given that I didn’t finish and answer the quiz because the net was
very slow.”
FGD 4 answered;

“The adjustment of time schedule.”

FGD 5 answered;

“The difficulties I have encountered in ACFI during pandemic is the

way of communicating to my teachers and talking them personally regarding
to our concerns. We can’t talk to them when we wanted to.”

FGD 6 answered;

“The loss of internet connection is a real deal problem because it will

bring my grades down because of the loss of presence in discussion
especially in quizzes, exams or oral recitation.”

For the question 2, we relayed first the sub-question 2.1, “How do you
handle the experiences of studying using online learning in ACFI in facing the

new normal in learning?” and we let the participants answer the question
freely and we gathered the following answers;

FGD 1 answered;

“The learners of ACFI deals the challenges of this new normal using
social media and online learning through striving hard, understand
everything and put it first the goal to pass every subject.”
FGD 2 answered;

“For me, since I already have online material’s I can access the files
easily and in terms of the discussion of our classmates and instructors, I also
ask them or we have an interactive discussion for us to able to understand
well. So, I handled it quite good.”
FGD 3 answered;

“We cope it in way of enduring new challenge.”

FGD 4 answered;
 46

“Time management.”

FGD 5 answered;

“By fulfilling it. All you have to do is do it, so that when you don’t
cram’s or feel pressure.”
FGD 6 answered;
“At first it was very difficult for me, but I got used to it for a long time.
He just depends on how you handle the situation. For online classes there
are so many activities, assignments. And so on, as a learner you are
obligate to do all the task assigned to you. What I do is, I set a schedule for
the time I have to do.”

Next is the sub-question 2.2, “What help does your teacher give in
coping with the difficulties you encountered in ACFI facing new normal in
learning?” and their answers were the following:
FGD 1 answered;

“I guess, through giving through giving as advices, and

encouragement, and also through giving as deep explanation for us to be
able to cope up and they also gave us chances to participate.”
FGD 2 answered;

“Giving us a chance to stay at home and let us do our class online.”

FGD 3 answered;

“Just a simple motivation and advice, that we should adopt the new
normal because that’s what it seems like. Then justify a school for the future
teacher you should be ready no matter what.”
FGD 4 answered;

“To focus our studies and looking forward for the better future that is
waiting for us.”

FGD 5 answered;

“Deep talk and guidance from my experiences and struggles.”

FGD 6 answered;
 47

“By keeping us motivated and organized.”

Then for the sub-question 2.3, “How does the school help you cope
with the difficulties you encountered in ACFI facing new normal in learning?”
and they’re answers were the following:

FGD 1 answered;

“I think, through giving us opportunity to avail the Vicente-Maria

scholarship Program that would help us to lessen pour miscellaneous Fee.”
FGD 2 answered;

“Giving us a chance to stay at home and let us do our class online.”

FGD 3 answered;

“The school helps us by staying connected especially to our concerns.”

FGD 4 answered;

“They provide free wiFi to make the students stay connected even if
they are in the school for some reasons.”

FGD 5 answered;

“The school gives us a chance to become one of their scholar’s

especially for Education students”
FGD 6 answered;

“By keeping us motivated and organized.”

Another sub-question 3.1, “What are your realizations regarding the

new normal education?” Let the participants response to the question and
gathered their answers;

FGD 1 answered;

“For me, since we don’t have a choice and this is the best way to
choose and reach the learning of the students, so for me we have to deal
with it and importance.”
 48

FGD 2 answered;

“Facing new normal is challenging and not easy.”

FGD 3 answered;

“It is really helpful for us as a student, will learn even just at home
and it is effective way of learning.”
FGD 4 answered;

“I have realized that when we don’t manage our time and ourselves,
we can’t conclude into the new education learning.”
FGD 5 answered;

“Our realization regarding to this is that, it is challenge’s me as a

student especially in accessing the network, struggling to engage in online
learning, those with no stable internet access and resources risk being left
behind like us.”
FGD 6 answered;
“Over all the new normal is good but not as good in terms of face-to-
face class it was hard to cope up due to internet connection problem.”

Then followed by the sub-question 3.2, “What are your feelings

towards in ACFI facing new normal in learning?” and the participants answers

were the following;

FGD 1 answered;

“I am bit feeling good and at the same time feeling afraid or worried
cause what if for the next school year, the instructors will give more on
performance task and there’s a lot of students can’t endure.”
FGD 2 answered;

“For me it is difficult.”
FGD 3 answered;

“I am thankful to the school that they provided this kind of learning

despite the variability of classroom system but, still able to learn.”

FGD 4 answered;
 49

“I have realized that when we don’t manage our time and ourselves,
we can’t conclude into the new education learning.”

FGD 5 answered;
“Our realization regarding to this is that, it is challenge’s me as a
student especially in accessing the network, struggling to engage in online
learning, those with no stable internet access and resources risk being left
behind like us.”

FGD 6 answered;

“Over all the new normal is good but not as good in terms of face-to-
face class it was hard to cope up due to internet connection problem.”

Then followed by the sub-question 3.2, “What are your feelings

towards in ACFI facing new normal in learning?” and the participants answers

were the following;

FGD 1 answered;

“I am bit feeling good and at the same time feeling afraid or worried
cause what if for the next school year, the instructors will give more on
performance task and there’s a lot of students can’t endure.”
FGD 2 answered;

“For me it is difficult.”
FGD 3 answered;

“I am thankful to the school that they provided this kind of learning

despite the variability of classroom system but, still able to learn.”
FGD 4 answered;
“It felts like I am in between from earth and heaven.”

FGD 5 answered;

“My feelings towards in ACFI facing new normal in learning is less

excitement but making myself positive always.”
 50

FGD 6 answered;

“I am feeling fine because our teachers understand us in terms of

difficulties and consider our reasons why sometimes we can’t submit our
activities in due date.”

Finally, the 3.3 sub question has been relayed. “How does ACFI facing
new normal help you in your studies?” and the respondent’s answers were
the following;

FGD 1 answered;

“For me, this new normal helps me to be able to do the task alone thou
we have a grouping’s but each of us takes an action and also it gives me a
time to be able to work while having listening to the discussions. So, it means
it gives me a wise time management as well.”
FGD 2 answered;

“Making as a student’s to be more patient.”

FGD 3 answered;

“Even in difficult times but still I am able to learn because of this new
normal provided by our school. They make impossible things to possible,
thank you ACFI for providing us this kind of learning for us to have a
wonderful life in future.”
FGD 4 answered;

“They help me through encouragement and motivations.”

FGD 5 answered;

“They help being motivated and become an independent person,

effective and appropriate communication skills and also persistence.”

FGD 6 answered;

“Even though it is not an actual learning but, ACFI provide quality

education in the new normal, over-all it was great school.”
 51

In the online in-depth interviewed we had nine (9) participants and we

finished the interview for only two (2) days. What we did was, we divided

them into two groups since we had nine (9) IDI participants at all. We were

four members in the group so three (3) members had two (2) IDI participants

to be interviewed and one member of our group had three (3) IDI participants.

On the first day, we interviewed the first group, the in-depth interview (IDI)

participants with code names IDI 1, IDI 3, IDI 5, IDI 7 and IDI 9 while on the

second day we had the second group with code names IDI 2, IDI 4, IDI 6, and

IDI 8. So, the same steps that we did in interviewing, relying on the three (3)

research questions with three (3) sub-questions. Greeting them first and

asking them about their connection if it is stable or not so that we can have

the good interview.

I was the one who was assigned to IDI 1, so for the first question which
was the sub-question 1.1, How would you describe your learning experiences
of ACFI facing the new normal?
IDI 1 answered;
“It has very big different from face-to-face.”

Next is the sub-question 1.2, How does ACFI facing the new normal
affect your study habits as a College student’s?
IDI 1 answered;
“It really affects my study habits, because when I used to have spare
time, I would use it for study. Unlike, the online class you don’t focus much on
studying aside from homework, there are a lot of distractions like very noisy
surroundings and commands etc.”
 52

Next question is the 1.3, “What are the difficulties you encountered in
ACFI facing the new normal?”

IDI 1 answered;

“When the time of reporting and I was one of the reporters and
suddenly no one is listening because of my internet connection is getting
choppy that time.”
Another question was the sub-question 2.1, “How do you handle the
experiences of studying using online learning in ACFI in facing the new
normal in learning?

IDI 1 answered;

“Through time management and balance your work as a student.”

For the sub-question 2.2, “What help does your teacher give in coping
with the difficulties you encountered in ACFI facing new normal in learning?”

IDI 1 answered;

“Always encouraging us to concentrate what we need to do to hit goal.”

And for the last question of grand tour question 2.3, How does the
school help you cope with the difficulties you encountered in ACFI facing new
normal in learning?
IDI 1 answered;
“The school gave us a chance learn even if we are in our homes.”
Next is sub-question 3.1, “What are your realizations regarding the
new normal education?”

IDI 1 answered;

“I have realized that this would be a lesson and good based to achieve
our goals in life as a student.”
Another sub-question is 3.2, “What are your feelings towards in ACFI
facing new normal in learning?”

IDI 1 answered;
 53

“Over-all the new normal is good in terms of face-to-face class

because sometimes in online class it was hard to cope up due to internet
connection problem.”
And finally, for the last sub-question which is the 3.3, “How does ACFI

facing new normal help you in your studies? “

IDI 1 answered;

“The school helps us to cope up these challenges.”

For IDI 3 my co-member was assigned to interview her. In the

afternoon she interviewed IDI 3 in her vacant time, she started the interview

by recalling the information given to IDI 3 about the study and then she

relayed the first question which was the sub-question 1.1,” How would you

describe your learning experiences of ACFI facing the new normal?”

IDI 3 answered;

“Some of us as a student is just relying on the website to search

information about the lesson’s we tackle every meeting.”
Next is the sub-question 1.2, How does ACFI facing the new normal

affect your study habits as a College student’s?

IDI 3 answered;

“My study habits are the same to the face-to-face class I think the only
difference is I am using mobile phone to read the topics instead off books or
photocopies, but over-all my study habits are fine in the new normal
education.”
 54

Next question is the 1.3, “What are the difficulties you encountered in

ACFI facing the new normal?”

IDI 3 answered;

“It is very difficult for me when it comes to the weather condition it

interrupts my internet connection.”

Another question was the sub-question 2.1, How do you handle the

experiences of studying using online learning in ACFI in facing the new

normal in learning?

IDI 3 answered;

“We were handling our experiences of studying using online class by

searching more information in online platforms it helps us to discover more
ideas and it also give us an extra knowledge.”

For the sub-question 2.2, “What help does your teacher give in coping

with the difficulties you encountered in ACFI facing new normal in learning?”

IDI 3 answered;

“They are giving us another chance to take our activities as long as it is

necessary.”
For sub-question 2.3, “How does the school help you cope with the

difficulties you encountered in ACFI facing new normal in learning?

IDI 3 answered;
“The school helps me to cope with the difficulties that I’ve
encountered through using my stock knowledge and doing the best that I
can.”
 55

Next is sub-question 3.1, “What are your realizations regarding the

new normal education?”

IDI 3 answered;

“The realization here in this crisis is a very good bases of learners to

motivate themselves to manage their time to focus.”

For sub-question 3.2, “What are your feelings towards in ACFI facing

new normal in learning?”

IDI 3 answered;

“This might be the reason of other student to stop and work instead
pursuing their education but, for me, this is the reason to continue my future
is waiting.”

And finally, for the last sub-question 3.3, “How does ACFI facing new

normal help you in your studies?”

IDI 3 answered;

“School provides an environment where we can learn a lot of basic skills.”

Another interviewer was my co-member and she was assigned to

interview IDI 5. She started the interview with the vacant time of IDI 5, the

same steps that we did like greeting and asking her about her connection.

She also recalled the information given to IDI 5 about the study and then she

relayed the first question which was the sub-question 1.1, “How would you

describe your learning experiences in living in far-flung areas with limited

internet connectivity?”

IDI 5 answered;
 56

“It is very challengeable to take advantage when it comes to online

classes.”

Next is the sub-question 1.2, “How does ACFI facing the new normal

affect your study habits as a College student’s?”

IDI 5 answered;

“In experiencing a limited internet connectivity is so tough for me,

because I can’t hear clearly the discussion due to the connection and I can’t
cope up easily to the topic we tackle.”

Next question is the 1.3, “What are the difficulties you encountered in

ACFI facing the new normal?”

IDI 5 answered;

“I was not able to concentrate my online class because of someone

calling me to interrupt me while I’m having online class to command
something and that is one of my difficulties.”

Another question was the sub-question 2.1, “How do you handle the

experiences of studying using online learning in ACFI in facing the new

normal in learning? “

IDI 5 answered;

“It was good experiences in my study with the new normal learning
though it was a different experience than the face -to-face class but I like it
how it goes because all I wanted to know to learn is in my phone already not
to mention that I can also manage my time to my studies and other
responsibilities. So over all I can handle it well.”
 57

For sub-question 2.2, “What help does your teacher give in coping with

the difficulties you encountered in ACFI facing new normal in learning?

IDI 5 answered;

“The help I received from my teacher is the consideration, considering

that online learning it affects our mental health.”
And for the last question of grand tour question 2.3, “How does the

school help you cope with the difficulties you encountered in ACFI facing new

normal in learning?”

IDI 5 answered;

“Dealing with this pandemic is hard and even harder as a student.

Lucky enough, the school I am into provides different activities and
implements another set of standards that focuses on students’ sake and
aims to still have learning even if in the situation of having a poor internet
connection.”

Next is sub-question 3.1, “What are your realizations regarding the

new normal education?”

IDI 5 answered;

“As a student I do not have enough access to reliable internet and I am

not able to perform well academically.”

Another sub-question is 3.2, What are your feelings towards in ACFI

facing new normal in learning?

IDI 5 answered;
“As a student I do not have enough access to reliable internet and I am
not able to perform well academically.”
 58

And finally, for the last sub-question 3.3, “How does ACFI facing new

normal help you in your studies?”

IDI 5 answered;
“ACFI helps students in this new normal by having the
implementations or conducting an online learning class and in this way, ACFI
assist the students to have a continuation in our learning process and trying
their best to provide us with quality education.”
The same thing, the last member that we had was assigned to

interview IDI 7 on her available time. She did the same steps and reviewed

the information that she sent to IDI 7.

The interview started by relaying the first question which was the sub-

question 1.1, “How would you describe your learning experiences of ACFI

facing the new normal?”

IDI 7 answered;

“It is difficult for me to understand the lesson since online classes

start’s I didn’t put anything in my mind.”

Next was the sub-question 1.2, “How does ACFI facing the new normal

affect your study habits as a College student’s?”

IDI 7 answered;

“It really affects my studies, like the teachers want all students to
participate but my connection will not stable, it loses my hopes to continue,
but despite of all the negativity brings, I choose to pursue my online learning
studies.”
 59

For sub-question 1.3, “What are the difficulties you encountered in

ACFI facing the new normal?”

IDI 7 answered;
“The most difficulty I have ever encountered is when my teacher called
me for oral recitation and counting 5 seconds to answer and I was not able to
answer because of internet connection is very poor.”
Another question was the sub-question 2.1, How do you handle the

experiences of studying using online learning in ACFI in facing the new

normal in learning?

IDI 7 answered;
“Making a timeline or schedule to ease those challenge”

For the sub-question 2.2, What help does your teacher give in coping

with the difficulties you encountered in ACFI facing new normal in learning?

IDI 7 answered;

“Our teacher helps me to remind me if I have done my works or if I

take my activities so, I will never forget that.”

And for the last question of grand tour question 2.3, “How does the

school help you cope with the difficulties you encountered in ACFI facing new

normal in learning?”

IDI 7 answered;

“In order to cope up this crisis, the school and teachers make so much way to
help every student having limited internet connections by giving an option
 60

whether we pass our assignments/Activities through email or through hard

copy of our outputs.”
Next was sub-question 3.1, “What are your realizations regarding the

new normal education?”

IDI 7 answered;

“We need to be prepared even if we are in our homes to face every

situation’s we need to pass everyday like what we did when having face-to-
face.”

Another sub-question was 3.2, What are your feelings towards in ACFI

facing new normal in learning?

IDI 7 answered;

“I am feeling empty sometimes because I really need a good source

for online learning. In having an online class, you should have a learning
material for you to access online learning education, and it is one of my
needs right now.”

And finally, for the last sub-question which was the 3.3, How does

ACFI facing new normal help you in your studies?

IDI 7 answered;

“It helps me a lot to cope up these challenges in life as a student to

fight and fight.”
And for the last IDI participant was IDI 9, the last member that we had

was assigned to interview IDI 9 on her available time. She did the same steps

and reviewed the information that she sent to IDI 9.

 61

The interview started by relaying the first question which was the sub-

question 1.1, How would you describe your learning experiences of ACFI

facing the new normal?

IDI 9 answered;

“I don’t have enough place to study alone.”

Next was the sub-question 1.2, “How does ACFI facing the new normal

affect your study habits as a College student’s?”

IDI 9 answered;

“The limited internet connectivity does not affect my study habits,

since I’m not fully relying on the internet when I review my notes.”
Next question was the 1.3, “What are the difficulties you encountered

in ACFI facing the new normal?”

IDI 9 answered;

“The difficulties that I have encountered from the start until now is my
very log phone this is the most problem I have during this online class.”
Another question was the sub-question 2.1, How do you handle the

experiences of studying using online learning in ACFI in facing the new

normal in learning?

IDI 9 answered;

“To handle this situation, I use to have a personal material for online
for me to avoid stress and some other responsibilities.”

For the sub-question 2.2, What help does your teacher give in coping

with the difficulties you encountered in ACFI facing new normal in learning?
 62

IDI 9 answered;
“They teach us to become a good role model even we are a product of
online but still here we are encouraging once self to become more motivated
this time of pandemic.”
And for the last question of grand tour question 2.3, “How does the

school help you cope with the difficulties you encountered in ACFI facing new

normal in learning?”

IDI 9 answered;

“The school can foster students’ development in identity, emotional

skills and over-all well-being.

Next was sub-question 3.1, “What are your realizations regarding the

new normal education?”

IDI 9 answered;
“As a student we are learning on the process we take, it is good to try
having this online learning to enhance also the skills in using devices.”

Another sub-question was 3.2, “What are your feelings towards in

ACFI facing new normal in learning?”

IDI 9 answered;

“Having online is a big responsibility for me because this was the

first’s we’re I have to encounter this type education and I challenge myself to
survive for this new stepping stone.”
And finally, for the last sub-question which was the 3.3 “How does

ACFI facing new normal help you in your studies?”

 63

IDI 9 answered;

“The school help me to hit the button of my dreams.”

Day 3 of the interview, we had the remaining four (4) IDI participants.

We have IDI 2, IDI 4, IDI 6, and IDI 8. These were the participants who were

scheduled to be interviewed. The same steps that we did, greeting them and

asking them about their connection, if stable or not but they had good

connection this time. We, the four members of the group had assigned each

IDI participant to be interviewed. For my IDI participant she has a code name

IDI 2 After recalling the information I sent her, I started my interview with the

sub-question 1.1, “How would you describe your learning experiences of

ACFI facing the new normal?”

IDI 2 answered;

“Overall, the new normal is good in terms of face-to-face class

because sometimes in online it so hard to cope up due to internet connection
problem.”
Next was the sub-question 1.2, “How does ACFI facing the new normal

affect your study habits as a College student’s?”

IDI 2 answered;
“It was not easy because sometimes during the discussion the audio
stops or getting disconnected from the virtual class.”
Next question was the 1.3, “What are the difficulties you encountered

in ACFI facing the new normal?”

IDI 2 answered;
 64

“The difficulties that I have encountered during this pandemic is you

are going to participate and your internet connection was unstable or maybe
sometimes you lost in the session you never wanted.”
Another question was the sub-question 2.1, How do you handle the

experiences of studying using online learning in ACFI in facing the new

normal in learning?

IDI 2 answered;

“Doing the task on time.”

For the sub-question 2.2, “What help does your teacher give in coping

with the difficulties you encountered in ACFI facing new normal in learning?”

IDI 2 answered;
“Our teacher understands the time when we are out in the class due to
connection problem.”
And for the last question of grand tour question 2.3, “How does the

school help you cope with the difficulties you encountered in ACFI facing new

normal in learning?”

IDI 2 answered;

“The school really help me in coping this kind of difficulties because

when we have exam, we the student that has difficulties in accessing internet
or accessing virtual LMS we are going to school in order to attend the class
because the school sometimes has a good internet connection so we go to
school only to attends or to answer the exam.”
Next was sub-question 3.1, What are your realizations regarding the

use of ACFI facing new normal?

IDI 2 answered;
 65

“This time of pandemic is a big opportunity for us as a student to study

hard and get to know more about the responsibility we had facing.”
Another sub-question was 3.2, “What are your feelings towards in

ACFI facing new normal in learning?”

IDI 2 answered;

“It feels good and pressure. Its good because you will not spend your
money to go to school and it is also pressure because sometimes in using
online learning the connection is not always stable you will have to struggle
on it.”
And finally, for the last sub-question which was the 3.3, How does

ACFI facing new normal help you in your studies?

IDI 2 answered;

“ACFI is the school we’re it produces God fearing graduates.”

Another member from our group, interviewed IDI participant with code

name IDI 4. It was started with greetings and asking them about the status of

their internet connection. Recalling the information that my co-member sent to

her and relaying sub-question 1.1, How would you describe your learning

experiences of ACFI facing the new normal?

IDI 4 answered;

“For me, it’s useless because I wasn’t applied the learnings I got since
I was given a lot of time to search on.”
Next was the sub-question 1.2,” How does ACFI facing the new

normal affect your study habits as a College student’s?”

IDI 4 answered;
 66

“It can affect my study habits like when I want to search for the
meaning of particular words that I don't know I can't find because of this
limited internet connection and it may lead to my stressful life like I'm tired of
being a student.”
Next question was the 1.3, “What are the difficulties you encountered

in ACFI facing the new normal?”

IDI 4 answered;

“It is difficult for me to go to the vendo wifi because we cannot able to

warn some people surrounds to keep quite because I was at my class hour.”
Another question was the sub-question 2.1, “How do you handle the

experiences of studying using online learning in ACFI in facing the new

normal in learning?”

IDI 4 answered;

“We are determined to go finish line until the end, no matter what
circumstances we are facing especially in the new normal teaching now.”
For the sub-question 2.2, What help does your teacher give in coping

with the difficulties you encountered in ACFI facing new normal in learning?

IDI 4 answered;

“School teacher and personnel are critical in supporting children’s

transition back to in-person classroom learning, particularly after extended

periods of school closure.”

And for the last question of grand tour question 2.3 “How does the

school help you cope with the difficulties you encountered in ACFI facing new

normal in learning?”
 67

IDI 4 answered;

“The only help of the school to cope with these difficulties is that they
are giving a chance to those students like who’s lacking connections to give
a command to the teachers to have modular activities.”
Next was sub-question 3.1, How does ACFI facing new normal help

you in your studies?

IDI 4 answered;

“I have realized that it will be another way the path I am passing by to

look forward for my future.”
Another sub-question was 3.2, “What are your feelings towards in

ACFI facing new normal in learning?”

IDI 4 answered;
“First, I felt discourage because I don’t know how to use online
learning apps but then when its already start, I slowly learn the app and I am
very thankful because some of my classmates help me what to do step by
step.”
And finally, for the last sub-question which was the 3.3, “How does

ACFI facing new normal help you in your studies?”

IDI 4 answered;

“In ACFI, not only will you learn subjects but you will also learn new
skills, including socials.”
The third member of our group has participant with code name IDI 6.

Again, the same steps that she did, greeting and asking her participant about

the status of the internet connection. Followed by reviewing the information

sent to her and relayed the sub-question 1.1, How would you describe your

learning experiences of ACFI facing the new normal?

 68

IDI 6 answered;

“It is difficult for me to use some of the learning apps.”

Next was the sub-question 1.2, How does ACFI facing the new normal

affect your study habits as a College student’s?

IDI 6 answered;

“I cannot access in the internet connection easily because sometimes

the internet connection here is cannot access.”
Next question was the 1.3, What are the difficulties you encountered in

ACFI facing the new normal?

IDI 6 answered;

“The difficulties I have encountered when having online class is my

noisy neighbor they do not consider if others are having online or what but
they are continue to become more noisy the most difficult part hat time I was
having an exam and they are singing with karaoke which I hate them most
and I adjust to go to other place to take my exam.”
Another question was the sub-question 2.1, How do you handle the

experiences of studying using online learning in ACFI in facing the new

normal in learning?

IDI 6 answered;

“As a student of ACFI, learners cope with the challenges facing the
new normal by effectively setting our goals as a student.”
For the sub-question 2.2, What help does your teacher give in coping

with the difficulties you encountered in ACFI facing new normal in learning?

IDI 6 answered;
 69

“Our teacher understands our situation in terms of internet connection

problem and they always ask if we had a stable connection or not and give us
chance to find some good location for it.”
And for the last question of grand tour question 2.3, “How does the

school help you cope with the difficulties you encountered in ACFI facing

new normal in learning?”

IDI 6 answered,

“I’m happy that I belong to this school because, this school helps our
learning.”
Next was sub-question 3.1, “What are your realizations regarding the

use of ACFI facing new normal?”

IDI 6 answered;

“My realization during this online education especially us BTLED

students we need to learn or having hands on activities when it comes to
demonstration.”
Another sub-question was 3.2, What are your feelings towards in ACFI

facing new normal in learning?

IDI 6 answered;

“Sometimes stressed because of having a lot of performance task to

do and activities.”
And finally, for the last sub-question which was the 3.3, “How does

ACFI facing new normal help you in your studies?”

IDI 6 answered;

“As a student of ACFI they help me to continue my studies despite of our

situation they make a way that all must continue their studies even though
 70

that we are facing crisis but the school do their best to help the learners to
adapt the new normal education.”
For the last member that we had, the IDI participant has a code name

of IDI 8. Greeting and asking her about her participant’s connection was the

first thing that my co-member did. She also reviewed the information that she

sent to her participant and then relayed the sub-question 1.1 How would you

describe your learning experiences of ACFI facing the new normal?

IDI 8 answered;

“Having an online class with difficult internet connection is very hard.”

Next was the sub-question 1.2, How does ACFI facing the new normal

affect your study habits as a College student’s?

IDI 8 answered;

“Way back in face-to-face classes I was having time to study the

lesson in class and now that have pandemic it affects my study habit as a
college student to get lazy and dependent on google.”
Next question was the 1.3, What are the difficulties you encountered in

ACFI facing the new normal?

IDI 8 answered;

“The difficult things when having online class that I was encountered is
when you received a message from your network using that your load
balance is just until this time. So, my head is start to over think where those I
get another load again especially when you don’t have work.”
 71

Another question was the sub-question 2.1, How do you handle the

experiences of studying using online learning in ACFI in facing the new

normal in learning?

IDI 8 answered;

“Using the online flatforms, it helps us to get more information by

searching through the internet so we can handle the challenges we are
facing.”
For the sub-question 2.2, What help does your teacher give in coping

with the difficulties you encountered in ACFI facing new normal in learning?

IDI 8 answered;

“They help me to look forward my studies whatever it takes in terms

of online classes.”
And for the last question of grand tour question 2.3, “How does the

school help you cope with the difficulties you encountered in ACFI facing

new normal in learning?”

IDI 8 answered,

“For instance, I go to school so that I’m fully informed about the

lessons that I missed during our class when the internet connection lost.”
Next was sub-question 3.1, “What are your realizations regarding the

use of ACFI facing new normal?”

IDI 8 answered;

“My realization during this online learning is we’re students learn or

they will become more determined to pursue their dream goal in life.”
 72

Another sub-question was 3.2, What are your feelings towards in ACFI

facing new normal in learning?

IDI 8 answered;

“I am so blessed to be part of this online class it is a big opportunity

for ne to support my studies as a working student.”
And finally, for the last sub-question which was the 3.3, “How does

ACFI facing new normal help you in your studies?”

IDI 8 answered;

“To study hard to get all the desired of the heart.”

Core Ideas or Thematic Statements

Table 4
Summary of Themes
1.The experiences of the learners of ACFI facing the new normal which is
the implementation of Online Education
1.1. Experiences of students FGD 1, FGD 2, FGD3, FGD4, IDI 1, IDI
due to a poor internet 3, IDI 7,IDI 8,IDI 9
connection, it was difficult to
understand the teacher's
discussion.
1.2 It shifts study habits that FGD1, FGD2, FGD4, FGD5, FGD 6, IDI
have affected learners' academic 1, IDI2, IDI3, IDI 7
performance.
 73

1.3 Lack of access to technology FGD 2, FGD 3,FGD 5, FGD 6,IDI 2,IDI
and limited prior experience 3, IDI 5,IDI 7,IDI 8 ,IDI 9
with online learning.
2. Lack of access to technology and limited prior experience with online
learning.
2.1 Having an efficient time FGD1, FGD 2, FGD 3, FGD 5, IDI 4, IDI
management system.  6, and IDI 8
2.2. Promoting Harmony to the FGD 2, FGD3, FGD 5, FGD 6, IDI 2, IDI
Learners. 4, IDI 6, IDI 8 and IDI 9
2.3 The school allows limited face- FGD 1, FGD 3, FGD 5, FGD 6, IDI 1, IDI
to-face and scheduled consultations 2, IDI 3, IDI 4 and IDI 9
to instructors for clarifications and
concerns.

3.Perceptions of BTLED learners about social media and online learning

3.1. Learners are delighted with FGD 1, FGD 2, FGD 4, FGD 6, IDI 3, IDI
this way of learning, and gladly 5, IDI 6 and IDI 7
accept the idea to learn from
electronic materials.
3.2 Struggling to engage in online FGD1, FGD2, FGD 5, FGD 6,IDI
learning, those with no stable 1,IDI2,IDI 4,IDI 5,IDI 6
internet access and resources risk
being left behind.
3.3 The school helps learners to FGD1, FGD 2, FGD 3, FGD 4, FGD 5,
be more independent and motivated. FGD 6 IDI 1, IDI 2, IDI 3

Chapter 4

DISCUSSION

Table 4 was about the frequent thoughts of the participants. For

question number 1, The experiences of the learners of ACFI facing the new

normal which is the implementation of Online Education, it is very

challenging experiences and surprising that we encounter, the advantage

here is we can now enhance our skills using online learning technology.
 74

For question number 2, coping this online learning education is very

difficult to adjust and adopt, to educate ourselves this new normal way of

learning nowadays.

For question number 3, we students must study hard to accept the

reality of this new way of learning and finish the stepping stone we have

started, to grand the desire of our hearts for what future we are dreaming of.

The statements of the participants confirm that there were significant

challenges faced by ACFI Learners during the implementation of online

education in the New Normal as a result of the pandemic. Poor or unstable

internet connection, inefficient or change in learners' study habits, and lack of

access to technology, and limited prior experience with online learning are

some of the challenges experienced by ACFI Learners during the

implementation of online education Furthermore, the school and instructors

are able to find ways to ensure that learners are academically engaged

despite their physical distance. There are both positive and negative

consequences to implementing online education, and based on the

responses of the participants, the researchers concluded that the

implementation of online education had an impact on the academic

performance of ACFI Learners.

Implication for Educational Practice

This phenomenological study conducted by the researchers on the

lived experiences of ACFI learners in relation to studying online has

 75

described various perspectives and insights. Furthermore, the study has

clarified on how the students have dealt with the challenges of studying online

and how they coped with the challenges they faced.

As an implication for education, the lived experiences of the students

were inclusive of poor connection, financial strain and inability to do hands-on

activities. Thus, value for education and learning can be a motivation for the

students to continue their quest for learning.

On one hand, the challenges that the students experienced while

working and studying reflected the students’ difficulty in dealing with poor

connections and expenses for load, affects the mental health of the students

and struggle in adopting new normal modality. This was particularly important

since it will be a basis for the teachers on how to deal with students studying

online who were having difficulty in coping with the lessons.

Lastly, the ACFI students, especially the ones who participated in this

study, were the ones who shared their experiences and predicaments about

studying online. Reflecting on what they have shared, it was vital for school

administrators to at least provide a leeway on the needs of the students and

teachers to ensure that their learning potential were maximized.

Concluding Remarks

Studying online was a very important aspect for many students. The

study explored the lived experiences of ACFIstudents who were living in far-

flung areas with limited internet connectivity while studying online at

 76

Arriesgado College Foundation Inc. The findings of the study indicated that

some of the ACFI students were studying online in order to finish their course.

This study found that one of the reasons why students study online, is

because of the health crisis they’re facing which was Corona Virus Disease

2019. Covid-19 push them to study online in order to interact with teachers

and finish the course. Although studying online provides an avenue for ACFI

learners to cope with their educational needs, this study also found that

studying online was associated with many difficulties and these affect the

online students’ academic performance negatively. Students’ studying online

were often facing poor connections that lead students’ inability to attend

classes. Sometimes due to the effect of mental health problems as well as

failure to access limited internet connectivity, they fail to complete studies in

the prescribed periods.

Recommendations for Future Research

This study was limited only to Arriesgado College Foundation Inc; the

following recommendations for future research were developed:

Since the findings of this specific study were limited only on the lived

experiences of the fifteen ACFI learners, their means of coping with the

challenges of studying online and their insights and perceptions with regards

to studying online, future research may be conducted investigating the lived

experiences of students in other schools relating to studying online to validate

the existing findings.

 77

Aside from that, since the participants of this particular study were all

coming from a private college institution, future researchers who shared the

same interest with us in exploring the lived experiences of ACFI learners with

regards to studying online may also choose to conduct a similar study on

public college institutions.

Moreover, future researchers also have the liberty to conduct a

parallel study and to investigate the said phenomenon among students in the

Secondary School Level.

In addition, future researchers who were interested in conducting the

same inquiry may also opt to conduct it in quantitative method to have a

larger number of respondents and to beseech the use of statistical tests to

conclude with findings that were generalizable in all situations.

BIBLIOGRAPHY
A. BOOKS

Adarkwah MA. “I’m not against online teaching, but what about us?”: ICT in
Ghana post Covid-19. Education and Information Technologies.
2021;26(2):1665–1685. doi: 10.1007/s10639-020-10331-z. [PMC free article]
[PubMed] [CrossRef] [Google Scholar]
 78

Almaiah MA, Al-Khasawneh A, Althunibat A. Exploring the critical challenges

and factors influencing the E-learning system usage during COVID-19
pandemic. Education and Information Technologies. 2020;25:5261–5280. doi:
10.1007/s10639-020-10219-y. [PMC free article] [PubMed] [CrossRef]
[Google Scholar]

Araujo T, Wonneberger A, Neijens P, de Vreese C. How much time do you

spend online? Understanding and improving the accuracy of self-reported
measures of Internet use. Communication Methods and Measures.
2017;11(3):173–190. doi: 10.1080/19312458.2017.1317337. [CrossRef]
[Google Scholar]

Barrot, J. S. (2016). Using Facebook-based e-portfolio in ESL writing

classrooms: Impact and challenges. Language, Culture and Curriculum,
29(3), 286–301.

Barrot, J. S. (2018). Facebook as a learning environment for language

teaching and learning: A critical analysis of the literature from 2010 to 2017.
Journal of Computer Assisted Learning, 34(6), 863–875.

Barrot, J. S. (2020). Scientific mapping of social media in education: A

decade of exponential growth. Journal of Educational Computing Research.
10.1177/0735633120972010.

Barrot, J. S. (2021). Social media as a language learning environment: A

systematic review of the literature (2008–2019). Computer Assisted
Language Learning. 10.1080/09588221.2021.1883673.

Bergen N, Labonté R. “Everything is perfect, and we have no problems”:

Detecting and limiting social desirability bias in qualitative research.
Qualitative Health Research. 2020;30(5):783–792. doi:
10.1177/1049732319889354. [PubMed] [CrossRef] [Google Scholar]

Birks, M., & Mills, J. (2011). Grounded theory: A practical guide. Sage.
 79

Boelens R, De Wever B, Voet M. Four key challenges to the design of

blended learning: A systematic literature review. Educational Research
Review. 2017;22:1–18. doi: 10.1016/j.edurev.2017.06.001. [CrossRef]
[Google Scholar]

B. PERIODICALS

Cresswell, J., & Plano Clark, V. (2011). Designing and Conducting Mixed
Method Research. Thousand Oaks, CA: 2nd SAGE Publications, Inc.

Creswell, J. (2013). Qualitative Inquiry & Research Design: Choosing among

the Five Approaches. Thousand Oaks, CA: SAGE Publications, Inc.

De Vos, P., et.al. (2009). Volume Three. The Firmicutes. In G.M. Garrity (ed.),
Bergey's Manual of Systematic Bacteriology, Second Edition.Springer-
Verlag, New York: [I]-XXVI, 1-1422.

Faingold, H. (2020). Qualitative Inquiry & Research Design: In the

Philippines, distance learning reveals the digital divide
https://hk.boell.org/en/2020/10/06/philippines-distance-learning-reveals-
digital-divide.

Hantoro, S. (2021). When Learning is really Remote: Students Climb Trees

and Travel Miles for a Cell Signal. The New York Times Company
https://www.google.com/amp/s/www.nytimes.com/2020/09/05/world/asia/c
oronavirus-indonesia-school-remote-learning.amp.html

Holloway, I., & Wheeler, S. (1996). Qualitative Research for Nurses. Oxford
England: Blackwell Science. Chicago (Author-Date, 15th ed.).

Lobiondo-Wood, G. & Haber, J. (1997). Nursing Research: Methods, Critical

Appraisal, and Utilization. The University of Michigan, ISBN 0815123906,
9780815123903.

Maxwell, J. (2013). Qualitative Research Design: An Interactive Approach.

Thousand Oaks, CA: SAGE Publications, Inc.
 80

Morse, J. & Field, P. (1995). Qualitative research methods for health

professionals. Thousand Oaks, CA: Sage Publications.

Patton, MQ. (2002). Qualitative research and evaluation methods. Purposeful

sampling for qualitative data collection and analysis in mixed method
implementation research 3rd Sage Publications; Thousand Oaks, CA.

Streubert, H., & Carpenter, D. (1999). Qualitative Research in Nursing:

Advancing the Humanistic Perspective (2nd ed.). Philadelphia, PA: Lippincott.

C.ONLINE SOURCES

Azahar N.S.H. New Straits Times; 15 June 2020. Distant learning a new
normal in
education.https://www.nst.com.my/opinion/letters/2020/04/584165/distant-
learning-new-normal-education 14 April 2020. [Google Scholar]

Cai R., Wang Q. A six-step online teaching method based on protocol-guided

learning during the COVID-19 epidemic: A case study of the first middle
school teaching practice in changyuan City,Henan province, China. Best
Evidence of Chinese Education. 2020;4(2):529–534. doi:
10.15354/bece.20.rp010. [CrossRef] [Google Scholar]

Chen C. A constructivist approach to teaching: Implications in teaching

computer networking. Information Technology, Learning, and Performance
Journal. 2003;21(2):17–27. [Google Scholar]

Coleman M., Briggs A.R. In: Research methods in educational leadership and
management. Coleman M., Briggs A.R., editors. SAGE Publications; London:
2002. [Google Scholar]

Edwards S. From developmental constructivism to socio-cultural theory and

practice. Journal of Early Childhood Research. 2007;5(1):83–106. doi:
10.1177/1476718X07072155. [CrossRef] [Google Scholar]
 81

Enkin E., Mejías Bikandi E. The effectiveness of online teaching in an

advanced Spanish language course. International Journal of Applied
Linguistics. 2017;27(1):176–197. doi: 10.1111/ijal.12112. [CrossRef] [Google
Scholar]

Flewitt R. Conducting research with young children: Some ethical

considerations. Early Child Development and Care. 2005;175(6):553–565.
doi: 10.1080/03004430500131338. [CrossRef] [Google Scholar]

Jan A., Stephen Samuel M., Ali S. Pedagogical practices of languages other
than English teachers: A case study of a Malaysian private university.
Malaysian Journal of Learning & Instruction. 2020;17(1):77–99. [Google
Scholar]

Kaiser K. Protecting Respondent Confidentiality in Qualitative Research.

2009;19:1632–1641. doi: 10.1177/1049732309350879 11. [PMC free article]
[PubMed] [CrossRef] [Google Scholar]

, D. Kanyakumari "Home-based learning: Odds stacked against teachers in

Malaysia’s public primary schools, while private counterparts are more
prepared."20 May 2020. CNA. 15 June 2020.

APPENDIX A
ARRIESGADO COLLEGE FOUNDATION, INC.
 82

201 Bonifacio Street, Tagum City

___________________________________________________________________
March2,2022
DORIS M. NABEROS, RN
School Administrator
Arriesgado college Foundation, Inc.
Bonifacio St., Tagum City

Ma’am:

May we have the honor to request permission to conduct a survey to the

Education Department of Arriesgado College Foundation, Inc, as well as to request
assistance in providing the data of college students who are currently enrolled in
Education Department. That includes the names and gender of each students that is
selected randomly particularly in 1st year to 4th year BTLED- HE students of
Arriesgado College Foundation Inc.

This is in connection with research work of the undersigned entitled :” THE

NEW NORMAL: PHENOMENOLOGICAL STUDY ON THE CHALLENGES FACED BY
ARRIESGADO COLLEGE FOUNDATION, INC. LEARNERS IN THE CONDUCT OF
ONLINE EDUCATION.” in partial fulfillment of their requirements for the degree of
Bachelor of Technology and Livelihood Education at Arriesgado College Foundation,
Inc. Tagum City.

All information provided will be treated strictly confidential and for academic
purposes only.
May this request merit your kind consideration and favorable action.

Thank you very much and more power.

Very truly yours,

Diba, Daud B. _______________

Flores, Jade Nhel F. _______________
Mehoy, Nherhe P. _______________
Planos, Ryan M. _______________
Sionillo, Majelle V. _______________

Noted:

ROLANDO P. BANSAG JR. LPT, MBA LOUIELYN TORREMOCHA LPT, MAED

Research Adviser/Analyst Grammarian

BERNARDINO E. PLACIA, Ed. D. ARDITH M. DOY

Program Head- Education Department School Registrar
Approved by:

DORIS M. NABEROS, RN
Dean of College/ HRD Head